Publication Date

Spring 2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Arnold Danzig; Emily Slusser; LaWanda Wesley

Abstract

There is a growing need for school districts to identify additional strategies to support the work-related stress and emotional labor ingrained in an early educator’s career. By orienting early childhood education (ECE) staff to mindfulness practices, education leaders may identify new approaches to assist early childhood educators’ well-being, building healthy work atmospheres, and activities to shift the culture in early childhood settings. This study employs a qualitative exploratory research design, specifically video documentary methodology to better understand how early childhood educators experience a mindfulness-based professional development (MBPD) program designed for ECE staff, explore what they say education leaders should know concerning MBPD in ECE settings, and investigate what staff participants’ say about sustaining practices after participating in a mindfulness-based professional development program. The study aims to fill a population gap in the literature surrounding mindfulness in ECE by providing insight into how MBPD can be integrated into the professional development of early childhood educators. The following themes emerged in the study: (1) ongoing coaching support is critical in participants’ perceptions of effective professional development factors, (2) increased awareness of using one’s breath as a self-regulation strategy for participants, and (3) MBPD opportunities should be integrated into job-embedded professional development opportunities. The findings of this study provide education leaders with recommendations for implementing and sustaining mindfulness-based interventions in ECE systems.

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